This study considered how task type affects learners' flow experiences. A one-way analysis of variance was conducted on the average scores of task-specific flow for the six tasks after the lessons. The flow values of jigsaw, information gap, narration and problem-solving were significantly higher than those of decision-making and opinion exchange. In addition, text mining was performed to certify the differences in effect sizes. The results indicated that decision-making and opinion exchange were difficult for the participants. Furthermore, a pairwise t test was conducted between clusters after performing a hierarchical cluster analysis of the flow. The results revealed that the flow cluster significantly correlated with English learning motivation. In conclusion, task types with “closed” outcome options facilitate flow more significantly than those with “open” outcome options.

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This study elucidates learners' perceptions and motivations regarding teachers' use of their second language (L2 or English) within an L2 classroom setting. The Japanese curriculum demonstrates that high school English classes are mandated to be predominantly conducted in English. The following opinions on this guideline emerge, namely, (1) the effectiveness of teachers' L2 use and (2) the extent to which teachers' L2 use improves students' English proficiency. This study focused on the learners' perceptions and motivations regarding their teachers' L2 use. Furthermore, it investigated the learners who were exposed to active L2 use by a teacher in their classroom, how they felt about the teacher's L2 use, and whether their perceptions and motivations changed over the course of the exposure. This study collected the data twice, before and after the exposure, using a questionnaire. The results revealed that learners' overall perceptions and motivation were more positive after exposure than before. These can be useful when considering the language use of teachers in the classroom.

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